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Publication
El “CHATÊS”: posibilidades de utilización de nuevos medios y sus códigos en el aprendizaje de los idiomas maternos
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| 2.36 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Neste trabalho analisou-se a forma como algumas novas tecnologias/canais/meios de Comunicação – os telemóveis e os Chats/Instant Messenges Softwares – podem influenciar o uso da língua materna (no caso, o Português) e a correcta aprendizagem da sua norma, por parte dos jovens utilizadores. Avaliou-se o perfil do utilizador típico e as regras implícitas nesse processo de construção de mensagens, bem como os problemas comunicacionais que podem resultar desse mesmo uso. Para além da pesquisa bibliográfica e da recolha de textos e sua análise (close reading), utilizaram-se, neste estudo, estratégias de observação participante e não participante, tendo-se realizado quinze entrevistas (via e-mail) e sessões com seis Focus Groups, compostos por professores e alunos da Escola Secundária de Silves – ESS (10º, 11º, 12º anos, entre os 16 e os 18 anos). Aplicaram-se conceitos como língua, linguagem, código, signo, ícone, entre outros, para perceber este “novo tipo de comunicação” –, a que, de forma lúdica, se deu o nome de “chatês” –, tendo-se concluído que o mesmo poderá classificar-se como um código híbrido, já que mistura particularidades das línguas maternas dos utilizadores (sintaxe, léxico), bem como novas características, algumas delas muito específicas (os emoticons, os smileys, as abreviaturas e acrónimos, a pontuação excessiva, entre outras), podendo, mesmo, como referem alguns autores, vir a considerar-se como um novo género textual. Este uso, que o senso comum aponta como sendo destruidor do conhecimento/domínio correcto da norma da língua materna nas faixas etárias mais jovens, não está a pôr em risco essa mesma língua, mas é mais um dos factores que contribuem para a permanente adaptabilidade e transformação da mesma, revelando os seus utilizadores uma competência criativa alta, grande capacidade de síntese e facilidade de introdução, no próprio “chatês”, de vários níveis da língua. Todavia, os alunos, sobretudo os de faixa etária mais baixa e com maiores dificuldades na aprendizagem da língua materna (comprovadas pelas notas mais baixas na mesma e pelas claras dificuldades de expressão manifestadas nos exercícios propostos), revelam, na sua prática escolar, marcas de utilização do “chatês”, como se demonstra pelos diversos exemplos recolhidos. Por isso, foram desenvolvidos/aplicados em diversas turmas da ESS, na disciplina de Português, exercícios recorrendo a este código, que se revelaram motivadores, quer para docentes, quer para alunos e eficientes na transmissão de conhecimentos relativos à norma do Português e que se compilaram num Pequeno Guia Rápido para o Uso do “Chatês” na Aprendizagem do Português. Conclui-se, do mesmo modo, que o “chatês” desempenha um papel social, sendo um elemento integrador dos jovens no seu grupo de pares.
The way some new technologies/channels/media – mobile phones and Chats/Instant Messeges’ Softwares – might affect the use of maternal languages (in this particular case, the Portuguese) and the correct learning of its rules by young users of such media, were analysed in this study. The profile of a typical user and the implicit conventions implied in the process of building messages were evaluated, as well as the communicational problems that might be felt/visible as a consequence of that use. Apart from the bibliographical research and the gathering/analysis of texts (close reading), strategies of participant and non participant observation were used in this investigation, having been made fifteen interviews (by e-mail) and sessions with six Focus Groups, with teachers and students (10th, 11th and 12th graders, between 16 and 18 years old) of the Escola Secundária de Silves – ESS (an high school from Algarve/Portugal). Concepts like language, code, sign, icon, among others, were applied to understand this “new kind of communication” – called, in a playful way (joining the words chat and “Português”) “chatês” -, having been concluded that it can be classified as an hybrid code, since it mixes particularities of users’ maternal languages, just as new characteristics, some very specific (like emoticons, smileys, abbreviations and acronyms), and being even possible to consider it as a new textual genre, according to points of view expressed by some authors. This use, pointed by common sense as being responsible for the destruction of correct knowledge/mastery of maternal language rules in younger people, is not, however, doing it; it is one more factor of those promoting a constant adaptability/transformation of languages, revealing users with a high creativity, capability of synthesis and of introduction, in “chatês” itself, of different language levels. Never the less, students, especially younger ones and those with more difficulties in learning Portuguese (fact made visible by ltheir ower grades in this subject and clear expression problems shown in the exercises proposed during this study), reveal, in their school activities/textual productions, signs of “chatês”, as we can see in the different examples mentioned in this work. Therefore, exercises were developed/applied in several different Portuguese classes at the ESS, exercises that used the “chatês” and proved to be motivational (both for students and teachers) and efficient in the transmission of knowledge concerning the rules of Portuguese. They were gathered in a Small Quick Guide to Use “Chatês” in Learning Portuguese. It was also found that “chatês” plays an important social part, being an integrating element of young people among their group of pears.
The way some new technologies/channels/media – mobile phones and Chats/Instant Messeges’ Softwares – might affect the use of maternal languages (in this particular case, the Portuguese) and the correct learning of its rules by young users of such media, were analysed in this study. The profile of a typical user and the implicit conventions implied in the process of building messages were evaluated, as well as the communicational problems that might be felt/visible as a consequence of that use. Apart from the bibliographical research and the gathering/analysis of texts (close reading), strategies of participant and non participant observation were used in this investigation, having been made fifteen interviews (by e-mail) and sessions with six Focus Groups, with teachers and students (10th, 11th and 12th graders, between 16 and 18 years old) of the Escola Secundária de Silves – ESS (an high school from Algarve/Portugal). Concepts like language, code, sign, icon, among others, were applied to understand this “new kind of communication” – called, in a playful way (joining the words chat and “Português”) “chatês” -, having been concluded that it can be classified as an hybrid code, since it mixes particularities of users’ maternal languages, just as new characteristics, some very specific (like emoticons, smileys, abbreviations and acronyms), and being even possible to consider it as a new textual genre, according to points of view expressed by some authors. This use, pointed by common sense as being responsible for the destruction of correct knowledge/mastery of maternal language rules in younger people, is not, however, doing it; it is one more factor of those promoting a constant adaptability/transformation of languages, revealing users with a high creativity, capability of synthesis and of introduction, in “chatês” itself, of different language levels. Never the less, students, especially younger ones and those with more difficulties in learning Portuguese (fact made visible by ltheir ower grades in this subject and clear expression problems shown in the exercises proposed during this study), reveal, in their school activities/textual productions, signs of “chatês”, as we can see in the different examples mentioned in this work. Therefore, exercises were developed/applied in several different Portuguese classes at the ESS, exercises that used the “chatês” and proved to be motivational (both for students and teachers) and efficient in the transmission of knowledge concerning the rules of Portuguese. They were gathered in a Small Quick Guide to Use “Chatês” in Learning Portuguese. It was also found that “chatês” plays an important social part, being an integrating element of young people among their group of pears.
Description
Keywords
Comunicación Código Lengua Chat SMS MSN Norma Constructivismo.